Band 5.5 IELTS Writing Task 1 Model Answer

Overall Band Score: 5.5 · Cambridge IELTS 19 · 2026-10-02

IELTS Writing Task 1 question

 

The diagram below shows how a biofuel called ethanol is produced.

Summarise the information by selecting and reporting the main features, and make comparisons where relevant.

Student answer (Band 5.5)

The process illustrates the how to produce biofuel, it is also called ethanol. Main step is start from the energy.

Overall, There are several stages involved built ethanol. Begin with energy from the sunlight and carbon dioxide and end with microbes added and make a biofuel. It is circle process to start with carbon dioxide and also end with it.

Looking at first the energy is required for plants and trees growth and it can gain bt sunlight and carbon dioxide. The plants and trees are harvesting for further process pre-processing through the new technology machines and after that built cellulose.

Cellulose are send for processing in laboratory to deelop a new Sugars. Sugers connect with microbes. Finally, using the sugars group to manufacture ethanol. It is widly used in all of the vehicals for individuals daily uses for work or transport, therefore, daily vehicals produce carbon dioxide and agin it join in air and used it for energy in industries and other resources.

AI examiner evaluation

Task Achievement / Task Response: Band 6.0

The response addresses the main parts of the task by outlining the circular process of biofuel production and its connection to carbon dioxide. However, the explanation of the stages remains somewhat superficial and under-developed. While the student correctly identifies the starting point with energy, sunlight, and carbon dioxide, and follows the sequence through harvesting, pre-processing, cellulose, processing, sugars, and microbes to ethanol, the descriptions lack extension and detailed reporting of the relationships shown in the diagram. Furthermore, minor inaccuracies occur in interpreting how transport emissions feed back into the cycle, reflecting a tendency to rely on general statements rather than precise data selection from the visual prompt. To move to a higher level, the writer should provide a more fully developed account of each step, clearly linking every stage of the cycle with greater precision and depth.

Coherence and Cohesion: Band 5.5

The text demonstrates a coherent overall arrangement with a clear attempt to structure the writing into an introduction, an overview, and body paragraphs. Progression is visible, moving logically through the chronological stages of the diagram from energy and plant growth to ethanol consumption. However, cohesion is often mechanical and faulty. For instance, transitional phrases like 'Looking at first' and referencing devices such as 'it can gain bt sunlight' lack smooth integration. Paragraphing is attempted, but sentences within paragraphs sometimes lack cohesive ties, making the flow occasionally disjointed. To improve coherence and achieve a higher band, the writer needs to employ a wider and more natural range of cohesive devices, ensure clear and precise referencing throughout, and refine the logical transitions between sentences and paragraphs.

Lexical Resource: Band 5.0

The response uses an adequate range of vocabulary for the task, successfully incorporating topic-related terms such as 'biofuel', 'ethanol', 'harvesting', 'cellulose', 'sugars', and 'microbes'. However, there are noticeable limitations and inaccuracies in word choice, collocation, and word formation. Examples include expressions like 'built ethanol' instead of 'producing ethanol', 'circle process' instead of 'cyclic process', 'deelop' (spelling error for 'develop'), and 'widly used' (spelling error for 'widely used'). These lexical errors and awkward collocations do not heavily impede communication, but they restrict the range and precision of the vocabulary. To reach a higher level, the writer should expand their lexical repertoire, incorporate less common vocabulary with greater accuracy, and pay closer attention to spelling and word forms.

Grammatical Range and Accuracy: Band 4.5

The writer attempts a mix of simple and complex sentence structures, but the control of grammar is weak, featuring frequent errors that disrupt sentence boundaries. There are persistent errors in subject-verb agreement, articles, and prepositions, such as 'The process illustrates the how to produce', 'Main step is start from the energy', and 'Cellulose are send for processing'. Furthermore, awkward phrasing and structural awkwardness appear in sentences like 'The plants and trees are harvesting for further process pre-processing'. These errors frequently cause strain for the reader. To achieve a higher band, the writer must improve control over basic and complex grammatical structures, eliminate recurring errors in verb forms and agreement, and ensure greater accuracy in punctuation and syntax.

See this exact question answered at other band scores. The same prompt compared across bands.

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